Introduction
OCR involves teachers in the development of new support materials to capture current teaching practices
tailored to our new specifications. These support materials are designed to inspire teachers and facilitate
different ideas and teaching practices. Each Scheme of Work and set of sample Lesson Plans is provided
in Word format – so that you can use it as a foundation to build upon and amend the content to suit your
teaching style and students’ needs.
The Scheme of Work and sample Lesson plans provide examples of how to teach this unit and the
teaching hours are suggestions only. Some or all of it may be applicable to your teaching.
The Specification is the document on which assessment is based and specifies what content and skills
need to be covered in delivering the course. At all times, therefore, this Support Material booklet should be
read in conjunction with the Specification. If clarification on a particular point is sought then that clarification
should be found in the Specification itself. References to the content statements for each lesson are given
in the ‘Points to note’ column.
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GCSE 21st Century Science Chemistry A J244
V1.0
Module C7: Further chemistry
Sample Scheme of Work
GCSE 21st Century Science Chemistry A J244
Module C7: Further chemistry
Topic: Green Chemistry
Suggested Teaching Time: 5-6 Hours
Topic outline
The chemical Industry
(1 hour)
Suggested teaching and homework
activities
Define Bulk chemicals as those made on a large
scale and fine chemicals as those made on a small
scale. Give examples of each type
Research task to describe the development of new
chemical products. (This can be done as a
homework activity). Describe how governments have
strict regulations to control chemical processes as
well as storage and transportation, to protect people
and the environment
Characteristics of green
chemistry
(1-2 hours)
Use the website www.greener-industry.org.uk
chemistry to research the characteristics of green
chemistry and sustainability of chemical processes.
Pages include uses, feedstock , production methods
and issues relating to the process.
Suggested resources
Points to note
www.rsc.org/education/teachers/resources/alchemy/ind
ex2.htm This web page is the index for the RSC video.
There are a number on bulk and fine chemical
manufacture.
ICT suite could be used to carry out the
research task.
C7.1.1 to C7.1.5
www.greener-industry.org.uk/index.htm This is a
fantastic website with lots of useful information. The
contents page allows you to navigate through different
processes.
Students should produce a concept
map/poster/presentation to summarise their findings.
(This can be done over a 2 hour period to allow any
presentations and peer assessment to take place.)
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Specification statements
GCSE 21st Century Science Chemistry A J244
ICT suite could be used to carry out
research task.
Specification statements
C7.1.6 and C7.1.7
Ideas about science statements C7.6.1
and C7.6.2
V1.0
Module C7: Further chemistry
Topic outline
Use of catalysts
(2 hour)
Suggested teaching and homework
activities
Suggested resources
Points to note
Definition of Activation energy. This can be modelled
by getting students to move around a classroom or
field and count the number of times they collide.
Organise the students so that some walk slowly and
others walk quickly to represent the difference in
energy of the particles, again count collisions.
Repeat this but introduce the idea that only collisions
between two students walking quickly are successful
collisions. Introducing a catalyst would be making
more students have the activation energy. No
change in movement is needed. Explain that less
energy is needed for a successful so the frequency
of successful collisions increases.
www.sumanasinc.com/webcontent/animations/content/
enzymes/enzymes.html This is an excellent animation.
There is a lot of information that would suit higher ability
but the animations would help lower ability students. It
is quite slow to advance so be aware.
Specification statements
Discuss the use of enzymes as biological catalysts –
with examples
Hydrogen peroxide
Demonstrate the decomposition of hydrogen
peroxide with Manganese (IV) oxide, liver, potato
and mashed up celery as examples of inorganic and
biological catalysts. The demonstration of
‘Elephant’s toothpaste’ can also be used here.
For higher tier students a demonstration of a red hot
copper wire suspended over propanone in a beaker
will continue to glow due to the reaction of oxygen
and propanone taking place at the surface of the
metal. It makes an impressive demonstration of
heterogeneous catalysis. (Catalyst and reactant in a
different state.)
C7.1.8 to C7.1.10
Ideas about science statements C7.3.1
and C7.3.2
Small piece of liver – any liver from the supermarket or
butchers works with this.
Potato
Mashed up celery
Manganese (IV) oxide
Saturated potassium iodide solution
Washing up liquid
Universal indicator solution
www.using-hydrogen-peroxide.com/elephanttoothpaste.html This is a web site about using hydrogen
peroxide. It gives videos and details of how to do
Elephant toothpaste.
Copper wire
Propanone
beaker
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GCSE 21st Century Science Chemistry A J244
V1.0
Module C7: Further chemistry
Topic outline
Reacting masses
(1 hour)
Suggested teaching and homework
activities
Use periodic table to calculate masses of reactants
and products from balanced equations. (This is an
opportunity to review skills learned in C4 to C6.)
Play reacting mass bingo
Students can be given the name of a reactant and
asked to write balanced symbol equations and
calculate relative formula mass of each reactant and
product. The new skill here is the ratio of reactants to
products in terms of the masses used and made.
E.g. How much iron would be produced when 100kg
of iron (III) oxide is reacted with aluminium.
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Suggested resources
Points to note
Periodic tables
Specification statements
Calculators
C7.1.11 and C7.1.12
www.docbrown.info/page04/4_73calcs06rmc.htm This
is a link to some worked examples. There are other tips
on this site and it calculates ratios without using moles.
www.rsc.org/education/teachers/resources/aflchem/
This is from the AfL section of the RSC website. It can
be used to revise relative formula mass calculations. It
also has some reacting mass questions.
www.tes.co.uk/teaching-resource/relative-formulamass-bingo-6070769/ This is a link to reacting mass
bingo.
GCSE 21st Century Science Chemistry A J244
V1.0
Module C7: Further chemistry
Topic: Alcohols, carboxylic acids and esters
Suggested Teaching Time: 11-17 Hours
Topic outline
Alcohols, carboxylic acids and
esters
Organic molecules
(2 to 3 hours)
Suggested teaching and homework
activities
Homologous series – alkanes. Discuss the suffix of
the naming of alkanes using –ane. These
compounds only contain hydrogen and carbon
atoms and have no functional group to speak of, so
the lack of reactivity of the C-C and C-H bond should
be discussed.
Demonstrate the fuel train with a candle. Use ice to
condense water vapour and anhydrous cobalt
chloride paper to show the presence of water. Use
limewater to show the presence of carbon dioxide.
(This can also be done for ethanol using a burner
and related to next section on alcohols)
Write word equations for the combustion of alkanes.
Higher tier candidates should also be able to write
balanced symbol equations (including state
symbols).
Suggested resources
Points to note
http://quizlet.com/5121323/organic-chemistry-prefixesand-suffixes-flash-cards/ This website can be used to
create prefix and suffix cards. There are also some
games to test your learning.
Specification statements
C7.2.1 to C7.2.9
www.revisioncentre.co.uk/gcse/chemistry/alkanes.html
This is a revision website but it summarises the alkanes
well.
Fuel train demo.
This is an upturned funnel attached to a rubber tube.
This tube should be attached to a U tube to allow
vapour to pass through the tube. A delivery tube then
passes into a final test tube containing limewater. A
tube comes from here to allow air to be sucked through
the system using water.
Students should match up names, formulae and fully
displayed structural formulae. This information can
be given as cards. This can be done in pairs or
groups. Students should make notes.
Use molymods to build alkanes from methane to
decane.
Draw ball and stick diagrams of the first 10 alkanes
Molymods
Count to 10 in chemistry using prefixes meth-, eth,
prop etc.
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GCSE 21st Century Science Chemistry A J244
V1.0
Module C7: Further chemistry
Topic outline
Suggested teaching and homework
activities
Suggested resources
Points to note
Molymods
Care must be taken when using Sodium
metal.
Play SPLAT – display a variety of prefixes, suffixes,
displayed formulae and alkane names on a board.
Students or teams of students are asked questions
with the answers being something on the board.
They have to put their hand on it first and give the
answer.
Alcohols
(2 to 3 hours)
Homologous series – alcohols. Students draw the
functional group in their notes and discuss the use of
the suffix -ol.
Use molymods to build alcohol molecules.
Discuss the comparable reactivity of the O-H bond
in comparison to the un-reactive C-C and C-H
bonds. This explains the reactions of sodium with
ethanol, sodium with water and sodium with Hexane.
These experiments can be done as a demo.
Students should record their observations of the
reactions. (Higher only)
Discussion of the burning of alcohols and how this
produces carbon dioxide and water in a similar way
to alkanes. (This may have been done with fuel train
in a previous lesson)
Use http://www.greener-industry.org.uk/index.htm to
identify uses of ethanol and other alcohols.
Construct a table to compare the physical properties
of ethanol, water and alkanes. Headings should
include melting points, boiling points and the
solubility of alkanes and alcohols in water. These
can be demonstrated in the lab. (see the link
opposite)
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Sodium metal
Water trough
Evaporating basin
Hexane
Please consult HAZCARDS and/or
CLEAPPS before use.
No more than a rice sized piece of sodium
should be used.
Ethanol
Water
Tweezers
Specification statements
C7.2.10 to C7.2.16
Scalpel to cut metal
Gloves
ICT suite to research the uses of ethanol.
Safety screen and goggles
www.revisioncentre.co.uk/gcse/chemistry/alcohol.html
Revision website. This page summarises alcohols and
their reactions.
www.docbrown.info/page04/oilproducts09.htm
Information on alcohols
www.mgca.com/methanol/products/methanol_uses.html This
website gives the uses of methanol
www.chemguide.co.uk/organicprops/alcohols/backgrou
nd.html This website has lots of information about the
physical properties of alcohols and comparisons with
water.
GCSE 21st Century Science Chemistry A J244
V1.0
Module C7: Further chemistry
Topic outline
Suggested teaching and homework
activities
Suggested resources
Points to note
www.practicalchemistry.org/experiments/the-propertiesof-alcohols,216,ex.html Practical activity to investigate
properties of alcohols.
Making ethanol
(1 hour)
Students to research the 2 main methods of
producing ethanol. Students can work in groups to
produce posters/presentations on the manufacture of
ethanol by fermentation.
The information can be given to students so they can
work in groups to produce a flow chart to represent
and summarise the production of ethanol by
fermentation and the limitations of the process. This
should include the essential conditions of
temperature and pH.
Class practical (or class assisted demonstration).
Yeast can be used to ferment sugar solutions in
boiling tubes under different conditions of pH,
temperature etc. If each tube has a balloon over the
top student can time how long it takes the balloons
to inflate enough to stand up.
Explanation of how the concentration of alcohols can
be increased through distillation. An example of this
is used in the production of whisky and brandy. (This
could be demonstrated)
Homework task to research the use of genetically
modified E.coli to convert waste biomass into
ethanol.
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www.greener-industry.org.uk/index.htm This is a
fantastic website with lots of information.
ICT suite for research of production of
ethanol.
www.chemguide.co.uk/organicprops/alcohols/manufact
ure.html This webpage gives a summary of the
production of ethanol.
Specification statements
C7.2.17 to C7.2.20
www.venturacoaches.com.au/documents/ethanol_man
ufacture.pdf This is a pdf file that has an excellent flow
chart to show the manufacture of ethanol.
http://renewableenergyresource.net/ethanol-foralternative-fuel This is a good website for information
on ethanol.
www.sciencedaily.com/releases/2008/01/08010620295
2.htm Information on the use of genetically modified
E.coli being used to produce ethanol.
Boiling tubes
Yeast
Balloons
Timers/stopwatches
GCSE 21st Century Science Chemistry A J244
V1.0
Module C7: Further chemistry
Topic outline
Sustainability of making ethanol
(1 hour)
Suggested teaching and homework
activities
Discuss the synthetic route for producing ethanol
from ethane, via ethene. Compare the method for
producing ethanol using oil and using sugar cane.
This can be done by group activities. Students can
produce a concept map.
Suggested resources
Points to note
www.hi.com.au/chemtwotrb/ethene.pdf This is an
extensive flow chart for the manufacture of ethane.
Students can summarise the important points.
Specification statements
C7.2.21 and C7.2.22
www.chemguide.co.uk/physical/equilibria/ethanol.html
This has lots of information on alcohols.
Evaluate the sustainability of the different routes to
produce ethanol. This can be done by producing a
table to compare the use of renewable sources, the
production of co-products or by products as part of
the process, etc.
Carboxylic acids
(1 to 2 hours)
Homologous series – carboxylic acids. Students
should draw the functional group of the carboxylic
acid and name compounds using the suffix –anioic
acid. This can be done using cards as above for
previous homologous series.
Discuss the characteristics of carboxylic acids. E.g.
smell and taste. This is a good opportunity to allow
students to carefully smell samples of any carboxylic
acids that are stored in your institute.
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www.chemistry.msu.edu/faculty/reusch/virttxtjml/crbaci
d1.htm This website has lots of information on
carboxylic acids. www.gcsescience.com/icarboxylic.htm
This is an index page with reactions and formulae.
Specification statements
C7.2.23 to C7.2.30
www.practicalchemistry.org/experiments/intermediate/a
lcohols-acids-and-esters/topic-index.html This is the
index page from the RSC’s Practical Chemistry
website. It has a range of experiments you could try in
the classroom for alcohols, acids and esters.
Students can carry out reactions of carboxylic acids
with metals, carbonates and alkalis.
Selection of carboxylic acids
Write word equations and balanced symbol
equations for each reaction carried out.
Selection of carbonates and alkalis
Selection of metals (e.g. Mg, Zn and Ca)
GCSE 21st Century Science Chemistry A J244
V1.0
Module C7: Further chemistry
Topic outline
Ester
(2 to 3 hours)
Suggested teaching and homework
activities
Suggested resources
Points to note
Homologous series – Esters. Students to make
notes of the functional group. They should also learn
the structure of the name.
www.leffingwell.com/esters.htm This website has
information about molecular formulae and smell of
esters as well as a 3D rotating structure.
Specification statements
Students can create their own cards to name esters
and an example of where the ester is used.
www.chymist.com/esters%20-%20introduction.pdf This
sheet give information about the esters that form
specific smells.
Students to carry out esterification reactions. To
produce a variety of smells. E.g. Ethanol and
Butanoic acid can be reacted to form a pineapple
smell. A catalyst of sulphuric acid can be used. (It
may be necessary to add sodium carbonate solution
to neutralise excess acid to allow smell to be
observed).
Discuss key points of the reaction E.g. the reaction is
an alcohol plus a carboxylic acid in the presence of a
catalyst. Students should make notes which include
balanced equations.
www.esterchem.co.uk/index.htm This is the index page
for an excellent website based on esters.
www.practicalchemistry.org/experiments/makingesters-from-alcohols-and-acids,235,ex.html This has
guidance for practical experiments to make esters.
Demo a variety of techniques;
Quick fit apparatus;
(1 to 2 hours)
reflux – heating of a volatile substance in a pear
shaped flask under a verticle condenser. E.g.
oxidation of alcohols
Pear shaped flask
purification (by treatment with reagents in a tap
funnel) E.g. removal of acid impurities by adding
sodium hydrogen carbonate then tap off separate
layers
drying - using dessicator, oven and drying agents
such as anhydrous sodium sulfate.
These techniques can be applied to alkaline
hydrolysis of an ester and obtaining the sodium salt
of the carboxylic acid
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ICT suite can be used to allow students to
research ester.
www.bbc.co.uk/dna/h2g2/a840322 This website has a
good section on naming esters.
Techniques
Distillation – separation of two liquids due to their
different boiling points, e.g. ink and water
C7.2.31 to C7.2.35
Care should always be taken with quickfit
and volatile substances.
Condenser
Thermometer holder
Specification statement
Thermometer
C7.2.36
Separating funnel
Suitable chemicals depending on processes being
carried out.
www.rsc.org/education/teachers/resources/practical/ind
ex3.htm This is a link to the RSC website for support for
techniques used in schools. It contains videos on how
to use equipment that maybe useful.
GCSE 21st Century Science Chemistry A J244
V1.0
Module C7: Further chemistry
Topic outline
Fats and glycerol
(1 to 2 hours)
Suggested teaching and homework
activities
Students should identify glycerol as an alcohol
functional group. As the reaction with fatty acids
occurs the functional group becomes and ester.
Word equations can be constructed for these
reactions.
Students can use molymods to build models of the
reaction. This is a good opportunity to discuss the
orientation of the fatty acid chains and the
implications on melting and boiling points.
Suggested resources
Points to note
Molymods
Specification statements
www.triplescience.org.uk/tripsci/chemistry/effectiveteac
hing/t8_carboxylic.aspx This has a small amount of
information about fats and oils.
C7.2.37 to C7.2.39
www.docbrown.info/page04/oilproducts14.htm This has
some well presented and clear information about Oils,
Fats, Margarine and making soap.
www.teachsoap.com/soapmakingmethods.html
methods and tricks for making soap.
Make soap in the lab (optional) See link opposite for
a method.
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GCSE 21st Century Science Chemistry A J244
V1.0
Module C7: Further chemistry
Topic: Energy changes in chemistry
Suggested Teaching Time: 3 Hours
Topic outline
Exothermic and endothermic
(2 hours)
Suggested teaching and homework
activities
Students should carry out simple reactions of metals
and acids to produce heat in a test tube – see link
opposite (RSC).
Students should carry out simple endothermic
reactions such as ammonium nitrate with water,
potassium chloride with water or the reaction of
ethanoic acid with sodium carbonate.
Identify bonds broken and bonds made in each of
the reactions carried out.
Students should be asked about the changes of
energy they have observed when a reaction takes
place. They then need to be shown how to draw
Energy change diagrams and explain their use.
Suggested resources
Points to note
www.practicalchemistry.org/experiments/intermediate/a
cids-alkalis-and-salts/exothermic-metal-acidreactions,101,ex.html This is a practical by the RSC on
exothermic metal reactions. See link for equipment.
Specification statements
C7.3.1 to C7.3.3
Ammonium nitrate, potassium chloride, ethanoic acid
and sodium carbonate.
www.docbrown.info/page03/3_51energy.htm This has
some excellent information and clear diagrams.
www.slideshare.net/lvcollege/c7-energy-levels This is a
slide show that could be used to show the construction
of energy change diagrams. It also shows a calculation
at the end. It covers both endothermic and exothermic
diagrams.
Endothermic process is the energy needed to break
bonds and an exothermic process is the energy
released when bonds form. Students should learn
the definitions of endothermic and exothermic, and
relate this to the Energy level diagram.
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GCSE 21st Century Science Chemistry A J244
V1.0
Module C7: Further chemistry
Topic outline
Use of data
(1 hour)
Suggested teaching and homework
activities
Using data to work out if overall reaction is
endothermic or exothermic. Supply students with
bond energy data and calculate number of bonds
broken and made and therefore the energy of these
processes.
Calculate the overall energy change and determine if
the reaction is endothermic or exothermic.
Recall the term Activation energy and define it as the
minimum energy needed to break the bonds to start
a reaction. This can also be added to the energy
change diagrams drawn earlier.
Homework activity to determine if a reaction is
endothermic or exothermic. (Students to be given
data e.g. of such sheet on first link).
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Suggested resources
Points to note
Data sheet of bond enthalpies
Specification statements
www.chemistry.msu.edu/faculty/reusch/virttxtjml/react2.
htm This web page has a table of bond enthalpies to
use for questions. Scroll down approximately half way.
C7.3.4 and C7.3.5
www.avogadro.co.uk/h_and_s/bondenthalpy/bondentha
lpy.htm This is an excellent website with clear
information. About half way down this page there is a
calculator to check your calculations of bond energies.
www.files.chem.vt.edu/rvgs/act/notes/act_energy.html
This is a website of information on activation energy
and the collision theory.
www.800mainstreet.com/7/0007-004-reac_rate2.htm
This website has clear information on activation energy,
including modelling and animations.
GCSE 21st Century Science Chemistry A J244
V1.0
Module C7: Further chemistry
Topic: Reversible reactions
Suggested Teaching Time: 4 Hours
Topic outline
Dynamic equilibrium and the
Haber process
(3 hours)
Suggested teaching and homework
activities
Definition of dynamic equilibrium. There are lots of
demos you can do to show this. E.g. A sink of water
with the plug out and the tap on – where the level of
water doesn’t change. The water leaving the sink is
the same as that entering it. This would be a model
of dynamic equilibrium.
Students to construct a flow chart or poster for the
Haber process as an example of how equilibrium is
important in industry. Students can present their
findings to the group. The main points to consider
are;
The reaction of hydrogen and nitrogen to produce
ammonia is reversible.
The yield of ammonia is increased by recycling the
un-reacted hydrogen and nitrogen.
Changing temperature and pressure affect the yield
of ammonia at equilibrium.
The gases in the reactor do not stay long enough to
reach equilibrium.
A catalyst is used in the Haber process.
This information can be summarised in a table for a
Homework activity.
Suggested resources
Points to note
www.rsc.org/images/classicdemos_full_tcm18198883.pdf This is a link to a pdf file of classic
chemistry demonstrations. Use experiment 39 here.
That is page 112 of the pdf file.
Specification statements
http://ibchem.com/ib/ibnotes/brief/equ-sl.htm This is a
clearly set out explanation of dynamic equilibrium and
how it effects the Haber process
www.ewart.org.uk/science/patterns/pat11.htm This
website has information and a ‘fill in the missing words’
section on the Haber process.
C7.4.1 to C7.4.6
ICT suite to allow students to view
animations for themselves and research
the Haber process.
http://scienceaid.co.uk/chemistry/applied/haber.html A
clearly summarised webpage of information on the
effects of temperature, pressure and the use of a
catalyst in the Haber process.
www.absorblearning.com/media/item.action?quick=128
This is an excellent animation of the Haber process.
Click ‘view online’. Advance the animation by clicking in
the red box.
www.rsc.org/education/teachers/resources/alchemy/ind
ex2.htm Here you can find a video on the production of
ammonia.
Group discussions about the fine balance and
compromise that exists in the Haber process
between yield and economic feasibility. For example
increasing the temperature will increase the rate of
the reaction but decrease the yield. How are the
optimum conditions decided? (Higher tier only)
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GCSE 21st Century Science Chemistry A J244
V1.0
Module C7: Further chemistry
Topic outline
Nitrogen cycle
(1 hour)
Suggested teaching and homework
activities
Discuss the process of the nitrogen cycle. Students
to be given a copy of the reactions (and cycle) for
their notes with gaps to fill in. This can be from a
variety of sources.
Students can work in groups to identify the main
reactions that take place. These can be categorised
into reactions that fix nitrogen and those that release
nitrogen back into the atmosphere. This can be put
into a table to help summarise the reactions.
Students can use ICT to identify a definition for
sustainability. This can be a tricky concept for some
so working in small groups will allow peer support.
Evaluate the sustainability of the nitrogen fixing
process. Students should consider energy use for
the process as part of the sustainability.
Homework activity to research the production of
fertilisers from ammonia.
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Suggested resources
Points to note
www.physicalgeography.net/fundamentals/9s.html This
is a really clear nitrogen cycle with good, concise
information.
ICT suite can be used for students to
investigate the idea of sustainability.
www.sustained.org/pages/process/processframeset.htm This is a
really good website about sustainability. There is a
questionnaire to do and many other items about
understanding sustainability.
This is often an area of misconception.
Specification statements
C7.4.7 to C7.4.10
www.visionlearning.com/library/module_viewer.php?mi
d=98 A good website for information and diagrams.
www.biology.ed.ac.uk/research/groups/jdeacon/microb
es/nitrogen.htm A very clear web page for information
on nitrogen fixation and the nitrogen cycle. Legume
pictures are included on this page.
www.greener-industry.org.uk/index.htm This is also a
good website for the Haber process.
GCSE 21st Century Science Chemistry A J244
V1.0
Module C7: Further chemistry
Topic: Analysis
Suggested Teaching Time: 6-9 Hours
Topic outline
Analytical procedures
(1 to 2 hours)
Suggested teaching and homework
activities
Recall that many analytical techniques are based on
sampling of solutions.
Discuss the definitions of qualitative and quantitative.
Carry out practical qualitative tests on anions and
cations. Students should devise a table for their
results, deciding which order to carry out tests.
Demonstrate Analytical methods such as titration.
(You can look at either a redox titrations or acid –
base titrations here). Practical demonstrations can
be carried out or videos can be shown. See links.
Quantitative analysis by titration
(3 to 4 hours)
Suggested resources
Points to note
www.practicalchemistry.org/experiments/what-are-thedissolved-solids-in-sea-water,250,ex.html This is an
example of a practical on testing for the presence of
anions and cations. Clear instructions are given.
Specification statements
www.triplescience.org.uk/tripsci/chemistry/effectiveteac
hing/t10_analysis.aspx This website has lots of clear
information on anion and cation tests and what
qualitative testing is. All equipment is on site.
Students should get the opportunity to carry out
some standard procedures such as making up
standard solutions. Using a volumetric flask to
increase the accuracy of the experiment.
www.rsc.org/education/teachers/resources/practical/ind
ex3.htm This is a link to a video on making up a
standard solution.
Students should practice the manipulation of a
burette using water before beginning a titration with
solutions to accurately measure the volume titrated.
They should also practice reading the scale of the
burette.
Volumetric flasks
Demonstrate the process of a titration for a simple
acid-base titration such as sodium hydroxide and
hydrochloric acid with a suitable indicator, such as
methyl orange.
www.rsc.org/education/teachers/resources/practical/ind
ex3.htm This is a link to a video on Titration.
Class practical to find the volume of a substance
needed to react with a known concentration of a
substance. This can be done with a variety of
solutions. See web link to RSC for advice and
guidance.
C7.5.1 to C7.5.4
Ideas about science statements C7.1.2 to
C7.1.6
Specification statements
C7.5.16 to C7.5 24
Balance
Dropping pipette
Distilled water
Solute to make standard solution.
www.dartmouth.edu/~chemlab/techniques/titration.html
This has a clear procedure for titration with photos.
Burettes
Conical flasks
Acid and Alkali solutions
Indicator solution
Data logger and pH probe
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GCSE 21st Century Science Chemistry A J244
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Module C7: Further chemistry
Topic outline
Suggested teaching and homework
activities
Guide students through basic calculations of
concentration of unknown substances using the data
collected from the class practical.
Recall the main stages of quantitative analysis.
Measuring out accurately a specific mass or volume
of the sample.
Suggested resources
Points to note
http://lrs.ed.uiuc.edu/students/mihyewon/chemlab_expe
riment.html This is a brilliant website that allows
students to carry out a virtual titration. This also
includes calculations. (Scroll down to lower half of the
page.)
Working with replicate samples.
Dissolving the samples quantitatively.
Measuring a property of the solution quantitatively.
Calculating a value from the measurements.
Estimating the degree of uncertainty in the results.
Recall that concentrations of solutions can be
measured in g/dm3
Students should carry out calculations to find the
concentration of a given volume of solution given the
mass of the solute.
Students should also calculate the mass of solute in
a given volume of solution with a specified
concentration
Interpret titration results quantitatively.
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GCSE 21st Century Science Chemistry A J244
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Module C7: Further chemistry
Topic outline
Chromatography
(2 to 3 hours)
Suggested teaching and homework
activities
Suggested resources
Points to note
Recall the explanation of dynamic equilibrium and
relate this to the process of chromatography.
www.chemguide.co.uk/analysis/chromatography/paper.
html Information on paper chromatography.
Specification statements
Identify the paper as the stationary phase and the
solvent as the mobile phase. The dye or spots
created on a chromatogram forms a dynamic
equilibrium between the stationary and mobile
phases. If the equilibrium lies further towards the
mobile phase then the spot will move further up the
stationary phase. This is a difficult concept so care
should be taken.
Students carry out paper chromatography. This can
be done with coloured felt tip pens, grass, smarties
etc. Ensure the solvent from is marked on the
chromatogram.
Discuss the use of reference materials on
chromatograms and the use of different solvents to
allow dyes to move along the chromatogram.
Use the chromatograms to calculate Rf value from
the formula;
Rf value = distance travelled by solute
distance travelled by solvent.
Students can carry out Thin layer Chromatography if
materials are available. This can also incorporate the
use of a locating agent such as ninhydrin.
(Alternatively discuss the theory of TLC and use the
video link opposite to explain the process.)
Students to summarise key points of paper
chromatography and Thin-layer chromatography in a
table.
Gas Chromatography theory.
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C7.5.5 to C7.5.15
www.rsc.org/education/teachers/resources/practical/ind
ex3.htm This is a link to a video on Thin Layer
Chromatography.
www.4college.co.uk/a/cd/glc.php This is an A level site
but it has clear diagrams and explanation in terms of
equilibrium.
There is a DVD provided by the RSC called ‘Modern
Instrumental Techniques for schools and colleges’
Each institution should have a copy. This has an
excellent section on GLC.
http://teaching.shu.ac.uk/hwb/chemistry/tutorials/chrom/
gaschrm.htm Information on gas-liquid
chromatography. www.files.chem.vt.edu/chemed/sep/gc/gc.html more information on GLC
Chromatography paper
Chromatography solvent (determined by experiment
e.g. ethanol, water etc)
Locating agent (determined by test)
Samples to test depending on demo chosen e.g.
aspirin, salicylic acid, etc
GCSE 21st Century Science Chemistry A J244
V1.0
Module C7: Further chemistry
Sample Lesson Plan
GCSE 21st Century Science Chemistry A J244
Module C7: Further chemistry
The chemical industry
OCR recognises that the teaching of this qualification above will vary greatly from school to school and from teacher to
teacher. With that in mind this lesson plan is offered as a possible approach but will be subject to modifications by the
individual teacher.
Lesson length is assumed to be one hour.
Learning Objectives for the Lesson
Objective 1
Objective 2
Objective 3
Recall the definition of the terms ‘bulk’ and ‘fine’ relating to chemical manufacturing
(C7.1.1)
Describe the stages of development of a new chemical product (C7.1.4)
Explain why there is a large time frame from first synthesis of a new chemical
product to production (C7.1.3)
Recap of Previous Experience and Prior Knowledge
Prior knowledge of the process of a chemical synthesis should have been gained from unit C6.
Content
Time
5 -10 minutes
15 - 20 minutes
15 - 20 minutes
5 -10 minutes
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Content
Show samples of tablets, food colouring and foodstuffs, metals and bottles of chemicals
such as sulphuric acid to help students identify ‘bulk’ as meaning large quantities and
‘fine’ as smaller, more refined chemicals. Students should try to categorise the
chemicals on display as ‘bulk’ or ‘fine’. Define the terms – ‘bulk’ and ‘fine’.
Use the link below
http://www.rsc.org/Education/Teachers/Resources/Alchemy/index2.htm
- to show a video on making medicines (5 minutes 20 seconds). This video shows the
processes leading to the manufacture of ‘fine’ materials. Students should watch the
video and make notes. The intention is to produce a flow chart of the processes
involved in synthesising new chemicals. The video can be paused at several points to
allow students to make their notes. Students can be given a list of prepared questions
to answer if foundation tier.
Use the link below
http://www.rsc.org/Education/Teachers/Resources/Alchemy/index2.htm
- to show a video on making sulphuric acid (5 minutes 30 seconds) or iron and steel
making (5 minutes and 50 seconds) as an example of a bulk process. Students should
make comparisons with the fine processes as the video progresses. As above students
should make notes or can be given questions to answer.
Students produce a concept map to summarise their ideas about bulk and fine
chemicals
GCSE Gateway Science Chemistry A J244
V1.0
Module C7: Further chemistry
Consolidation
Time
10 minutes
Content
Students to draw a table to compare the bulk and fine processes they have seen and
discussed. This can be in simple terms and reflect the quantities of production, batch
and continuous processing and types of chemicals manufactured using each method.
Homework activity
Students make a poster of one of the processes they have covered in the lesson. This task is differentiated
by outcome so can be given to all students.
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GCSE Gateway Science Chemistry A J244
V1.0
Module C7: Further chemistry